Community Supported Schools

Schools set the stage for children to thrive personally and academically. The quality and level of education people receive are associated with later income, health, and overall higher life expectancy.  

Children cannot learn if their social, emotional, and physical needs are not met. Schools can be a safe and trusted space for children to access resources that they might not find at home. Schools can be the hub of resources for a neighborhood, where resources like staff and space can be accessed for community benefit. 

Unfortunately, most schools are not resourced to provide all the necessary services on their own. However, community organizations, parent-teacher organizations, and caring community members can come together to partner with schools and create meaningful neighborhood hubs. These schools are considered “community schools” and can be a trusted access point for services, resources, and education for students and their families. 

For example, schools may partner with the local food bank to establish a food pantry.  The school may integrate other resources within the food pantry, such as a clothing closet or diaper distribution, to meet other needs families may have. With support programs like a food pantry, families develop trust in the school as a safe and reliable community organization that supports a child’s growth and development more than just academically.  

When schools become places where kids can learn, grow, and receive resources and support, families have easier access to resources, helping communities to strengthen and thrive.  

Every student can face difficulties over the course of their education. Still, certain groups are more likely to face challenges that get in the way of their learning at school such as access to basic needs, having the proper tools for learning, or experiencing bullying or discrimination while at school. When we implement changes to design community supported schools, we provide an opportunity for all students to receive support that helps them meet their needs and their learning goals.  

Youth in Foster Care 

There are over 391,000 children in foster care in the United States and 14,558 in Tennessee alone, US Department of Health and Human Services (HHS) data shows. Children in foster care experience more Adverse Childhood Experiences (ACEs) than their classmates — even being placed in foster care is itself an ACE. Unstable housing and complicated family situations may make it so that these children have more on their mind when they come to school. They also may feel isolated from their peers and have trouble building critical relationships. Youth in foster care score lower on measures of educational performance and are far less likely to graduate high school than their classmates.

Students Experiencing Homelessness

According to the US Department of Education, 17,512 Tennessee public school students were unhoused during the 2021-22 school year. Housing instability harms healthy child development, and its impacts are seen in the classroom. 

Students Experiencing Poverty

As of 2022, 30% of Tennessee students are considered economically disadvantaged, and 25% of Tennessee students are part of family who receives some form of public assistance.  Students experiencing financial hardship face added challenges to learning and engagement in school, such as slower academic skill development at a higher rate of dropping out of school.  According to a study by the Rural School and Community Trust, nearly 300,000 of Tennessee’s students attend rural schools, making it the fifth largest rural student population in the country. Census data shows that in Tennessee, 18.4% of children under age 18 were living in poverty in 2021 compared to 16.9% nationally, but rural counties saw rates as high as 42.6%. Community supported schools can provide access to resources that alleviate some symptoms of poverty and help families find a path to financial success. 

Uninsured Children  

In 2022, 5.4% of children in Tennessee were uninsured.  Uninsured children can seek out basic medical and mental health support from schools that are equipped with support staff such as nurses, social workers, or school counselors. However, only about 58% of Tennessee public schools have a full-time nurse on staff, and 56% of schools have zero or only one psychological professional on staff. Schools that are well-resourced with ample support staff have greater opportunity to support uninsured children with increased access to health resources.  

Students with Disabilities

An estimated 1 in 20 Tennessee children under age 18 have a known disability, according to US Census Bureau data. Yet, the National Center for Education Statistics reports that special education vacancies are the most difficult positions to fill, and that about 51% of Tennessee public schools with special education vacancies struggle to staff the position.  

Racial and Ethnic Minorities

According to the Tennessee Department of Education, 40% of Tennessee students belong to racial or ethnic minority groups. Racial and ethnic minority students are more likely to report repeated school absences and are less likely to graduate on time. Additionally, standardized test results show that racial and ethnic minorities in Tennessee are more likely to score below proficient on 4th grade reading and 8th grade math exams. Expanding access to resources through the school system can help under resourced students to stay enrolled, present, and learning through graduation.  

TDOE data also show that racial and ethnic minority students experience higher rates of suspension. Suspension is a form of exclusionary discipline – a punishment that removes a student from the learning environment. When students are excluded from school, they exhibit lower academic achievement, are less likely to graduate high school or attend college, and they are more likely to have contact with the juvenile justice system or the criminal justice system. The disparities in exclusionary discipline experienced by racial and ethnic minority students puts these students at greater risk for academic and lifetime consequences.   

Community Supported Schools can foster a healthy school environment by focusing on inclusive, restorative discipline while providing essential resources to students and families. Expanding access to resources through the school system can help under resourced students to stay enrolled, included, and learning through graduation.   

Immigrant Students

As of 2022, 1 in 5 Tennessee children in immigrant families live below the poverty threshold. In Tennessee, 24% of children in immigrant families live in linguistically isolated households, where no person over 14 speaks English “very well”. Additionally, 14% of children in immigrant families in Tennessee have resident parents with less than a 9th grade education. Lack of income stability and language access could make it harder for immigrant parents to support their children’s learning, or make it harder for families to know how to access needed resources provided by the school.  

LGBTQ+ Students

Tennessee data from the Gay, Lesbian, & Straight Education Network (GLSEN) show that the majority of LGBTQ+ youth report experiencing anti-LGBT victimization at school. Many LGBT students report discriminatory practices at their school such as being restricted from LGBT expression (40%) and being prevented from including LGBT themes in extracurricular activities (27%). When asked about school support for LGBT students, only 20% of students reported that their school administration was supportive of LGBT students. Additionally, only 4% of students were protected by anti-bullying policies that included LGBT protections. These data demonstrate that for most LGBT students in Tennessee, school does not feel like a safe space.  

However, evidence also shows that when schools establish trauma-informed policies and mental health services led by supportive adults, all students report better mental health, increased school attendance, and better engagement. 

Activities and Programs: Evidence-informed, actionable, short-term steps that collaborative groups can take to address priority areas.

Policy and Systems Change: Systems change refers to how organizations or programs — such as school systems or health systems — are connected and work together to improve conditions to make change that lasts. This section contains evidence-informed, actionable, long-term steps that collaborative groups can take to address priority areas.